We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.

我们调查了教师使用诊断线索的程度以及他们解释或判断这些线索的值的准确性影响了教师的监测准确性。46名中学教育老师评判了6名学生（共216名学生）的课文理解能力。仅使用诊断提示似乎还不够。相反，准确判断诊断性能提示的值与更高的监视精度有关。使用非诊断性的学生线索会影响教师的监控准确性。进一步提高监控准确性的关键可能在于提高教师准确判断诊断线索并帮助他们忽略非诊断线索的能力。